Human Capital Solutions

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30 Οκτ 2013 (πριν από 3 χρόνια και 10 μήνες)

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Business Consulting Services

9 December 2002


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1

Human Capital Solutions


Renato Dicati

Managing Consultant

e
-
Learning

South Region

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Agenda:

Meeting in Nicosia, with Cyprus University

( 2003 January 23
rd
, 24
th
)


Practical Implementations /Case Studies


Relevant experiences in Italian Universities


University of Bergamo


“Laurea on line” : Politecnico of Milano


B
-
learning project: Bocconi University


Padova University


Pavia University


Modena and Reggio University


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3

Learning Campus for Universities:

gives the students a better place and a better way
to learn

When a University wants to:




Reach remote/working students


Implement new ways of learning


Facilitate student
-
teacher interaction


Increase the efficiency of training and
testing activities


Learning Campus solution can include:



Electronic courseware repository


Discussion sessions


Collaborative learning


Online learning activities and testing


Live Virtual Classroom

www.ibm.com

We did it for:

Bocconi, Politecnico Milano, Univ.Padova, Univ. Bergamo, Univ. Modena ……


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© 2003 IBM Corporation

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4

Italy plays a great role in the history of Universities: Bologna,

founded in 1088, is the most ancient university in the world


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© 2003 IBM Corporation

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5

Padova University


Today the most famous

Italian University, perhaps,

is Padua.



Among its teachers:

Galileo Galilei

and among

the many students

Nicolaus Copernic

!



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© 2003 IBM Corporation

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6


e
-
learning in Padua University



Two projects delivered in the past three years.


The first is an e
-
learning project for
Computer Science

degree.
Blended solution
: traditional classroom and WBT
courses from home.


The second, an e
-
learning for
linguistic

teaching, 500
students and 10 teachers.


Platform used: Lotus LearningSpace 4.01 (first project) and
LLS5.0.


The service has been delivered through hosting.



Reference: Dr. Antonella Tonoli


www.unipd.it



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© 2003 IBM Corporation

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7

IBM’s 4
-
Tier Learning Model

Learning Labs, Classroom, Mentoring,
Role Playing, Coaching, Case Studies

Learn from Co
-
Location

Get together, Build
Communities &
Relationships, Live it, Do it

Face
-
to
-
Face

Experience Based Learning

Discuss it, Practice it with
Others

Live Virtual Classroom, e
-
Labs, Collaborative
Sessions, Real
-
time Awareness, Live
Conferences, Teaming

Collaborative

Collaborative Learning

Learn from Collaboration

Examine it, Try it, Play it

Learn from Interaction

CBT/WBT Modules, Self
-
Directed Learning
Objects, Interactive Games, Coaching &
Simulations

Interactive Learning, Simulation, & Games

Multimedia

Learn from Information

Read it, See it, Hear it

Internet

Web Lectures, Web Books, Web Conferences,
Web Pages, Videos...

Performance Support & Reference Materials

Copyright IBM 1999


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-
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8


Padova University



The project aimed to implementation of a Learning
Management System (IBM LearningSpace), hosted in
the IBM Internet Data Center IBM, training of
education operators involved and designi and
development of several on
-
line courses.


A model has been adopted in which a nucleus of
teachers and courses were engaged in the pilot phase
(november 2001


february 2002), with particular
attention to English language courses.


Subsequently the e
-
Learning platform has been
opened to the whole University.


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-
Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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9


Padova University



Involved teachers received a formal basic training and
are provided with a first level technical support,
delivered by DP University Centrum.


On request, IBM consultants are available for technical
problems or activities related to content integration
and development.


Classrooms and labs are provided with a complete and
sofisticated technological infrastructure, with Fast
Ethernet connection.


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Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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10


Padova University: results



At the end of 2002, the project was in full phase
of deployment. So far we have experimented
different approachs to learning and the redesign
of involved courses.



Futhermore, collaboration between IBM
laboratories with the University “Disable Support
Services” has allowed disable students to access
to asyncronous collaboration learning, acccording
W3C standards.



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© 2003 IBM Corporation

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Padova University: results



Relevant result was also the professional
growth of all players involved thanks to the
diffusion and integration of new education
processes.



Several teachers have acted largely also as
end users and have largely contributed to
creation of innovative education solutions.


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Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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12

The history:




Start (1999): traditional Web courses


Active and collaborative learning



2000/2001: 10 courses



assistance of Lotus/IBM, support from
technical partner


2001/2002: 21 courses


2 Interfaculty Centres (2002)



Centre for Economics, Business and
Engineering



Centre of Informatics for Arts and
Philosophy



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Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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14

The resources: hardware



3 servers

• Windows NT 4 server and Domino

• Windows 2000 server and IIS and

SQL Server

• Linux and Domino

• Dedicated laboratory (30 places +

teacher+ video projector)


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-
Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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15

The resources: software



Lotus LearningSpace

• Version 3.5 Forum

• Version 5.0 (currently being
evaluated)

• Teachers’ access: Lotus Notes
client

• Students’ access: browser

• Lotus Sametime for synchronous work

• Perception to manage quizzes and

exams


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-
Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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16

The resources: personnel



Committee of Interfaculty Centre


System administrator (servers, creation
of courses and users)


Tutor to help teachers


Course development: teacher and
assistant


Laboratory tutor* (initial training and

timetable for presence in laboratory)


*connection from home or from laboratory

(asynchronous mode)


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-
Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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17


Anonymous access


Support for regular
course


Schedule,
discussions and
mediacenter


Courses with high
numbers of
students


Student
-
workers


Identification with
full name

• Interaction with

teacher and tutor

• Integration with

regular course
activities

• Group work

• Evaluation of
activities



Distributive courses Interactive courses

65%



35%


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Learning Managing Consultant Renato Dicati

© 2003 IBM Corporation

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18

Other on line courses



2 IFTS courses (support, materials,
electronic report for activities and work
experience)


Teacher training (SILSIS)


(e
-
Learning as basic ICT skill for future
teachers)


advanced courses in e
-
business (support,
materials)


Project for new IFTS course in Web
technologies


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© 2003 IBM Corporation

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19

Experience from teacher's

viewpoint



Existing materials catalogued


Teaching methods improved


Integration and support for class
activities


Increased interaction with students


Additional workload:


Need for support in development


Need for tutor in delivery


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20

Experience from student's
viewpoint



Interaction with teacher


Development of cooperative
attitude


Reduction of distances


Participation in virtual classes


Personalised learning


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21

What the students think (1)



With eLearning each of us could choose
our own times to take part in the course
without being limited by time, place and
distance.


It allowed us to organise our other work
better (useful for people who study and
work at the same time).


The teaching is exploited asynchronously
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can be learnt at times which do not
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22

What the students think (2)



The “class tyranny” can be eliminated;
this is the situation where the student
prefers to keep quiet rather than say he
has not understood, or he does not ask
the teacher questions to avoid losing
face with his classmates.


It is a tool that allows us to learn not
only through the teacher's input but also
by comparing our work with our
colleagues.


The teacher is seen as a component of a


learning group rather than an absolute
point of reference in the classroom.


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23

Connection time


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24

Students’ Activities


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25


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26

Laurea On Line


Overview




Start of the project: January 2000


First year course: September
2000


Private partner: Somedia
(Repubblica
-

Espresso group)


Reference Campus: Como




http:// www. laureaonline. it/


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27

Laurea On Line


Overview




Plan of study




Completely similar to degree “in
presence”




180 credits in three years (~ 25
courses)


Two kinds of registration




Full
-

time (60 credits/ year)




Part time (45 or 30 credits/ year)


Teaching activities




Totally on
-

line, except for one week
per semester (exams)


Virtual classes




20/25 students per virtual class




One tutor per virtual class




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28

Laurea On Line


Overview



Student enrolled ~500


80% students workers


Students age



More than 50% at least thirty years old


Expectations



Improve their professional status



Time flexibility



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29

Laurea On Line


Overview


Centro METID



Didactical format definition



Coordination between teachers, tutors,
partner, …



Technical supervision



Material on line updating (agenda, live
session, online tests)

OssCom (Università Cattolica)



Quality assessment

Kataweb



ISP and servers management

Fabula



Off
-

line production

Lotus


IBM



LearningSpace provider



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30

Laurea On Line


Learning process


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31

Laurea On Line


CD ROM contents




Video




Subsections




Slides




Audio




Keywords




Quiz




Glossary




Web sites




Other materials


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32

Laurea On Line


LearningSpace


Agenda



Weekly on
-

line schedule

Showcase



Logistic info

Forum


General



Specific course

Ftp



Website for data exchanging

e
-

mail



N. cognome@ laureaonline. it


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33

Laurea On Line


Live sessions


Chat (text)

Shared Blackboard

Q & A

Follow me

Application sharing. it


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34

Laurea On Line


Education

aspects



Teachers team (cooperation)


Run time planning (many actors)


Tutor role


Homogeneity (didactical format)


Different partners objectives and


prospects


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35

Laurea On Line


organization

aspects



Timing problems


“Customer” care


Real time management


Exam validation


Double registration


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36

Project ‘B
-
learning’ (Bocconi e
-
learning



Milan)




Bocconi

University

is

one

of

the

most

important

Institute

of

higher

learning

in

Italy,

known

and

appreciated

also

at

international

level
.

It

includes

the

most

prestigious

Italian

Business

School

named

SDA

which

is

among

the

first

five

at

European

level
.





Bocconi

University

comprises

approximately

12000

students

in

the

various

faculties

with

almost

300

courses

given

annually
.





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37


Project ‘B
-
learning’ (Bocconi e
-
learning
-

Milan)



Objective

of

the

project,

started

in

1998
,

is

to

review

Bocconi

University

learning

and

teaching

methods

(Business

School)

by

the

introduction

of

Distributed

Learning

methodologies

and

technologies

for

all

the

disciplines

within

2002
.

Some

of

deepenings,

teamwork,

assessments

and

hands
-
on

have

been

moved

from

traditional

classroom

to

e
-
learning
.

Students

access

to

WBT

and

Collaborative

Learning

from

University

labs

or

home
.



5000

users,

50

WBT

courses
.


Platform used: Lotus LearningSpace 5.0.



Reference: Dr. Mauro Poloni


www.unibocconi.it





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38


Project ‘B
-
learning’ (Bocconi e
-
learning
-

Milan)



The

reference

thery

of

B
-
leraning

projects

are

the

“Communities

of

Practice”
.



A “Community of practice”

is represented by individuals
whointeract to perform a practice” (Wenger, 1998).



Knowledge is created and diffused through participation of
individuals to the community activities. Learning inside
communities of practice constitutes a social event (Lave &
Wenger, 1991)





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39

Participation to the virtual activities is independent from face
-
to
-
face meetings of traditional lessons

Participation dynamic


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40

The LMS infrastructure is used also concurrently to the face
-
to
-
face meetings (or in substitution)

Participation dynamic


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41

Pavia University



An e
-
Learning environment with Lotus
Learning Space for a Master in
“Communications” has been realized in
the last year.



Reference: Prof. Cantoni






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42

2001
-
2002


Bari University



Research activities between Cumputer Science
department and IBM.



Re
-
use and possible application in courseware
development. Profiling of the eLearning Portal and
Courseware. Use and manipulation of learning
object.



Reference: Professor Gianni Semeraro,
Semeraro@d.uniba.it





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43


2001
-
2002


Modena e Reggio Emilia University



Pilot project using LLS5.0 for distributing WBT to 500
students for varied disciplines.


Considerable case study: LLS5.0 used to test learning
level of 450 students in one afternoon.


Consultancy service to develop education contents
integrated inside the LS5.0 platform.


Reference: Professor Minerva

www.unimo.it





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44

2001
-
2002


CILEA



Cilea is a consortium of 10 Universities of the Northern
Italy.


Cilea has realized an e
-
Learning environment with Lotus
Learning Space to distribuite Mathematics pre
-
course for
the freshmen of the economic faculties.



Reference: Dr. Limongello. Tel. 0039 02 269951.






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45

2003 University of Florence


(the very last project launched !)



12 months hosting services


15.000 students


Neurology discipline contents


Medicine (general aspects)


Plus….


English Languages


ECDL Courses





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46

University of Dayton (Ohio)


Arts, Science, Business, Education, Engineering.


Comprehensive electronic environment for all 10,000 students:



Lotus Notes
-

e
-
mail and calendar;



Lotus Sametime


real time collaboration;



Lotus Learning Space


content delivery;



Lotus QuickPlace


team workspaces.


Student employees in e
-
Learning Lab develop

e
-
learning activities for faculty courseware.


Psychology course delivery cost reduced by 40%.





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47

Duke Health


Duke University Health System, North Carolina.

3 hospitals, 1,500 doctors.

Primary, emergency and specialist medicine.

Top 10 health care institution in US for 11 years.


Long
-
term user of Lotus Learning Space.

60% of e
-
learning content is clinical
.

Self
-
paced content plus live, collaborative learning.


e.g. Broselow
-
Luten paediatric system to ensure

accurate emergency dosage of medicines.

by 40%.





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48

Università di Castellanza (Smart card)


This

project

at

the

LIUC

(Libero

Istituto

Universitario

"Carlo

Cattaneo"

di

Castellanza



GRU

-
)

consisted

on

creation

of

a

smart

card

for

the

students,

teachers


and

admin

personnel

of

the

University
.






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-
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49

Università di Castellanza (Smart card)


The

Smart

card

has

many

functionalities
:


-
it

is

used

as

electronic

money

(a

credit

card

prepaid

which

allows

to

minimize

the

use

of

money

inside

the

university

(i
.
e
.

in

the

cafeteria,

in

the

bookshop,
...
)

-

controlled

access

to

the

Campus

rooms

used

by

the

students


-

controlled

access

to

the

Library

(to

request

books),

to

the

garage,

to

reserved

areas,

etc
.


One

of

the

main

functionality

planned

for

the

Smarcard

was

the

management

of

the

individual

study

plan

and

the

exams

results
.

Unfortunately,

for

political

reasons

(change

in

the

management)

it

has

not

yet

been

realised
.